(F) L2: Psychomotor Learning Flashcards by Kchianna Lauren Coronel

This refers to the ff.:
- action-oriented
- requires neuromuscular coordination
- deals with manual skills
- learned through manual manipulation
- involves coordinated muscular movements accompanied by intention and precise timing

Psychomotor Skill

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Psychomotor Teaching Principles:
- understanding the cognitive elements of the skill
- asks why, when, when not, etc.
- involves knowing the precautions and instruments to use
- full comprehension of the theoretical aspect, importance, and materials required

Conceptualization

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Psychomotor Teaching Principles:
- seeing the entire demonstration from beginning to end
- see the model of expected performance/the correct way of doing it
- leads students to imitate what they say

Visualization

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Psychomotor Teaching Principles:
- hearing a narration of the step-by-step procedure along with a second demonstration
- students can also narrate the step by step procedure (orally enumerating the steps)

Verbalization

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Psychomotor Teaching Principles:
- performing the skill leading to precision training and eventual articulation

Practice

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Refers to performing a small part of the skill

Subcomponent

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Refers to performing small parts of the skill altogether

Linkage Practice

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Refers to performing the entire skill repeatedly

Contiguous Practice

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Psychomotor Teaching Principles:
- errors need immediate feedback and rectification
- commenting on correct performance

Correction and Reinforcement

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Psychomotor Teaching Principles:
- ability to perform a sequence in a practice without errors
- leads to student articulation

Skill Mastery

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Psychomotor Teaching Principles:
- regularly performing the skill as a routine without error
- becomes automatic when one performs without error
- leads to naturalization

Skill Autonomy

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Phase/Stage of Skill Learning:
- having a goal with a clear-cut need or problem

Getting the Idea of the Movement (Stage 1)

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These stimuli are capable of influencing motor activity and they must be attended to

Regulatory Stimuli

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These stimuli do not influence skill performance

Non-regulatory Stimuli

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Refers to the ff.:
- when environmental conditions and relevant stimuli remain stable throughout the performance
- common in the lab setting

Closed Skills

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Refers to the ff.:
- takes place in a changing environment
- regulatory stimuli vary throughout the skill performance
- performed in a clinical setting

Open Skills

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Refers to a general mental preconception of what movements are required to attain the goal

Motor Plan

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Phase/Stage of Skill Learning:
- must practice and refine skills until it can be reproduced the same way all the time
- practicing in a changing environment so that it can be modified anytime to meet new stimuli

Fixation or Diversification (Stage 2)

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Fixation or Diversification:
- must practice and refine skills until it can be reproduced the same way all the time
- stems from closed skills

Fixation

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Fixation or Diversification:
- practicing in a changing environment so that it can be modified anytime to meet new stimuli
- stems from open skills

Diversification

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Use this when performing the skill so that you won’t be distracted, it is necessary to focus on your current priorities

Selective Attention

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This theory states that our brains can only handle a limited number of stimuli at a given time, and that competing stimuli can get filtered out whether consciously or unconsciously

Bottleneck Theory of Attention

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One has to focus their attention while performing ______ skills

Closed

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This feedback:
- comes from within the student
- acts like an internal voice that tells you if you’ve performed well

Intrinsic Feedback

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This feedback: - is given by the teacher or other objective source - augments the other type of feedback

Extrinsic Feedback

Extrinsic Feedback is also known as?

Augmented Feedback

Forms of Augmented Feedback: - external verbal feedback about the outcome - the teacher evaluates and reports on the result of the performance

Knowledge of Results (KR)

Forms of Augmented Feedback: - the external information about the action process involved in the performance

Knowledge of Performance (KP)

What type of feedback should be provided first before the other?

Intrinsic first, extrinsic second

The gap between intrinsic and extrinsic feedback should not be too ______

Long

Repetition must come with _______ in order to be effective and improved upon

Feedback

Videotaping the performance requires a ______ for comparison

A reference point (e.g. checklist or rubrics)

Refers to repeated practice sessions with very short or no rest periods in between trials

Massed Practice

Refers to practice where there are allotted rest periods in between trials

Distributed Practice

More short practices are ____ than a few long practices More or less effective?

Which among distributed and massed practice is better?

Distributed (better to have rest periods)

If you practice long enough then _______ is less likely to occur

Forgetting

This can occur due to a change in motivation or attention; a straight line occurs where improvement stops

Learning Plateau

This proposes that behavior does not alway follow an expected smooth trajectory

Nonlinear Dynamics

This refers to the ff.: - aka mental imagery, rehearsal imagery, guided imagery, or visualization - widely studied in movement science and applied in PE - being able to visualize or internally experience the skills to be performed

Mental Practice

It is a moving model of correct performance which can be pulled up and used as needed; writing the instructions is important for them to perform these at home

Mental Practice

Approaches to Learning Psychomotor Skills: - self-instruction is the primary teaching method - a skills handout is provided so that students can learn at their own pace

Independent Learning

T or F: Independent learning is less efficient as most students prefer to be taught by faculty

False (independent learning can still be effective despite having a preference for F2F classes)

Refers to practicing skills with equipment involved and where the settings are similar to the real world; increases the chances of a positive transfer of learning

Simulations

Refers to when people learn by observation and retain a mental model of that behavior; if one fails to attempt to all aspects of it, a mental mode may be deficient

Demonstrations

The 5 Step Method: - motivates the student to understand the skill's importance

Overview

The 5 Step Method: - demonstrating correctly without talking - giving a mental picture on how it should look when done correctly - allows students to self-evaluate their own performance

Silent Demonstration

The 5 Step Method: - repeat the demonstration while describing each step so that students can fit it into a sequence - give students the time to inquire or clarify

Narrative Demonstration

The 5 Step Method: - students talk throughout the skill and describes it step by step - understand and remember the sequence - helps students memorize so they can recall as they move on

Mental Practice

The 5 Step Method: - the students perform the skill while teachers provide feedback or coach - students should continue to practice until they reach the desired level of proficiency

Return Demonstration

This refers to the ff.: - describes the step by step progression of a skill - used by teachers while demonstrating to make sure nothing is forgotten - used by teachers to evaluate the students - used by students during self-instruction for guidance and feedback

Skill Performance Checklist

This refers to the ff.: - this is used to describe how well the step-by-step procedures were done - the teacher decides ahead of time what score or rating would indicate a successful performance

Rating Scale

_____ and _____ come together in a clinical laboratory

Theory and Practice

Complex psychomotor skills in a clinical setting requires a real _______

Patient

Most clinical skills are perfected in what location?

Laboratories

Education should come ______ work experience

Before

New students should not be given too much ______ and ______ as this could increase the chances of error

Responsibilities and expectations

T or F: Students are taught more than they are supervised and evaluated

False (reverse)

Students are expected to ______ rather than practice

Perform

The emphasis in the clinical laboratory should be on what 2 factors?

Teaching and Guiding

T or F: The evaluation of clinical practice is the same with practice

False (separated)

If a laboratory is not part of the school institution, this must be drawn between the institute and the lab

Contract

If laboratory staff are part of the school institution, then they are part of the _______

Honorary

This type of evaluation: - refers to feedback or diagnostic - given during the learning process - identifies strengths and weaknesses (orally or in writing) - can be graded or not

Formative Evaluation

This type of evaluation: - is given at the end of the learning process - assesses whether a student achieved the learning objectives and are ready to move on - a grade is given after the computation

Summative Evaluation

Reference Evaluation: - a student is compared with a norm group - grading is relative to the performance of the group - grades are distributed on a normal curve (e.g. 80% to the right will pass while the 20% to the left will fail) - there will always be passes and fails depending on the group

Norm Reference

Reference Evaluation: - student is compared with a well-defined performance criteria - defines the behaviors expected at each level - students are informed of the behavior needed to pass - all may pass or fail depending on the criteria - is less subjective because of the standard

Criterion Reference

Human behavior is too ______ to permit fine discrimination (e.g. assigning number/letter grades)

Complex

For clinical grades, what grading system is strongly suggested?

Pass/Fail or Satisfactory/Unsatisfactory

For schools that require various grading methods, what is recommended for the theoretical vs. the clinical part?

Theoretical - number or letter Clinical - pass or fail

If a student passes the theoretical but fails the clinical part, do they still pass the course?

(F) L2: Psychomotor Learning Flashcards

(71 cards)